In confronting the rampant violence in today’s world, peace education seems to be vital and hence, necessary, starting from the elementary school. To explore the philosophical, as well as educational, foundations of teaching peace through dialogue to elementary school students a number of related documents were reflectively content analyzed in order to identify the basic assumptions of peace education. The findings include the following: accomplishing peace requires dialogue; children of school age have the adequate propensity for peace education; both family and school can provide children with the appropriate learning environment required for making peace; teaching soft skills in order to reconstruct the role of dialogue in the relationships between teachers and students, as well as those of students with each other, and parents with teachers. As such the curriculum would pave the way for achieving peace and understanding.